“The most surreal and rewarding moment was when the work led to a published paper in the International Journal of Hydrogen Energy. Achieving that as an undergraduate was something I never imagined.”
At the University of Brighton, final-year projects are more than just an academic requirement, they’re an opportunity for students to showcase their creativity, technical skills, and problem-solving abilities. These projects often tackle real-world challenges, from sustainable energy solutions to advanced manufacturing techniques, giving students a taste of what it’s like to work as professional engineers.
In this blog post, we catch up with Automotive Engineering MEng student, James Allan to learn more about their dissertation poster project and how it has helped to shape his future career.
Choosing the right project
“I’ve spent nine years working in the automotive industry as a classic vehicle mechanic prior to university, so I have always enjoyed working on internal combustion engines. When I started thinking about sustainable fuels and where the industry is heading, hydrogen really stood out to me. The idea of combining my practical background with advanced modelling tools felt like the perfect challenge, and that’s what inspired me to take on this project.”
Poster project theme and outcomes
“My project looked at hydrogen as a sustainable fuel and used Ansys Chemkin-pro computer modelling software to understand how it burns inside an engine. A big part of the project was identifying which chemical reactions in hydrogen combustion create harmful pollutants. Then the project defined practical strategies to reduce them in the next generation of engines.
“Hydrogen is a promising zero-carbon fuel for the future, but it can still produce NOx emissions due to high combustion temperatures and pressures. To make hydrogen engines viable, especially for heavy-duty and marine sectors, we need to predict and control those emissions.
“My project offers a modelling approach that helps engineers understand the chemistry behind NOx formation before running physical tests, saving time and improving design decisions.”
Challenges and learning curves
“The biggest challenge for me was learning chemical kinetics from scratch. I had no chemistry background at all, so using and refining chemical mechanisms for high-pressure hydrogen combustion in an industry-recognised simulation tool was a huge learning curve, but overcoming that challenge made the final results even more rewarding.”
Skills gained during my project
“The main skill I developed was learning to use Ansys Chemkin-pro, especially understanding how the inputs and settings shape the results. I also gained a much deeper understanding of data analysis and combustion behaviour at a detailed level. That pushed me to improve my programming skills in Excel and MATLAB so I could interpret the data more efficiently and clearly. On top of the technical work, my professional and scientific writing improved massively. I learned not just how to get the results, but how to explain them in a clear, coherent way that others could easily follow.”
“It’s been a steep learning curve, but one that’s pushed me to grow in all the right ways:
✔️ Sharpened my critical thinking
✔️ Built confidence in explaining complex ideas
✔️ Strengthened my teamwork and communication skills
✔️ Improved my approach to data analysis and problem-solving.”
Putting theory into practice
“This project has allowed me to bring theory into practice — applying everything I’ve learned to something I genuinely care about: sustainable, clean engine technology.
“It has brought together everything from thermodynamics and software use, to project management and data analysis. It was the first time all the theory really came together in a way that felt practical and meaningful, and it helped me see how all the different parts of the degree connect when you’re working on a real engineering problem.”
What it’s like working in a university Lab
“Being in the STEP Lab every day created a really supportive, communal atmosphere. It felt similar to a workplace , where you get to see people regularly, talk through ideas, and feel part of something bigger.
“I worked around other students in the STEP Lab, even though none of them were focusing specifically on hydrogen combustion. I did collaborate closely with a PhD student who supported me throughout the project, and her help was invaluable.”
Mentorship and support
“Dr Panesar has been an outstanding supervisor. We had weekly 1:1 meetings where he helped me interpret ideas, challenge my assumptions, and think through different ways of approaching the work. He never just gave me the answer; he always encouraged me to reason like an engineer, which genuinely reshaped the way I think. He supported me both technically and professionally, and he played perhaps the biggest role in helping me grow into the credible engineer I am becoming. His guidance has been invaluable, and his support strengthened my development as an engineer.”
A rewarding outcome
“The most surreal and rewarding moment was when the work led to a published paper in the International Journal of Hydrogen Energy. Achieving that as an undergraduate was something I never imagined. It felt incredibly rewarding to see months of independent work turn into something recognised at that level, and it was only possible thanks to the incredible support and guidance from Dr Panesar and a PhD researcher who taught me throughout the project.”
Preparing you for an engineering career
“The dissertaion poster project has given me real confidence in tackling complex engineering problems and learning new technical areas quickly. It’s made me feel prepared for roles that involve modelling, analysis, and problem-solving, especially in sustainable powertrain development.”
Advice for future students
“My advice would be to choose a topic you genuinely care about because it makes the difficult moments much easier if you enjoy them. Break your work into small, achievable steps, and don’t be afraid to ask questions early. Most importantly, trust the process. Some of the best insights come from the things that don’t work first time.”
Why choose engineering at Brighton?
Final-year projects like this are just one example of how Brighton prepares students for real-world engineering challenges. From hands-on lab experience to expert academic support and opportunities to work on cutting-edge research, our engineering degrees are designed to help you graduate with the skills employers value most.
If you’re passionate about solving problems, innovating for a sustainable future, and gaining practical experience that sets you apart, explore our engineering courses and discover how you can start your journey.
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